• The Journal of Korean Association of Computer Education
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• v.7 no.4
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• pp.103-110
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• 2004

As the importance of learner-centered ICT education is emphasized, school education should move toward the direction of respecting individual learners' capability rather than fitting learners into a fixed frame. Such a view finds its theoretical ground in Gardner's multiple intelligences theory. Thus ICT literacy education in elementary school also needs to consider individual student's abilities and talents based on their multiple intelligences and apply appropriate education programs and teaching methods. In order to provide basic materials for this, the present study examined the correlation between children's academic achievement in ICT literacy education and their multiple intelligences and inquired into which intelligences are factors determining achievement in ICT literacy education. According to the results. logical-mathematical intelligence is in a significant correlation with academic achievement in ICT literacy education. and logical-mathematical intelligence and linguistic intelligence are the most influential factors on academic achievement in ICT literacy education.

• The Korean Journal of Health Service Management
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• v.11 no.1
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• pp.55-66
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• 2017

Objectives : The aim of this study was to ascertain the effectiveness of job embeddedness and emotional intelligence on the performance of nurses working in medium and small sized hospitals. Methods : Data were collected from 283 nurses at 6 hospitals in G city. Structured questionnaires were used to assess the status of job embeddedness, emotional intelligence and nursing performance. The relationship and effectiveness between the factors were analyzed using multiple regression analysis. Results : The scores of job embeddedness, emotional intelligence and nursing performance were 3.02, 4.50 and 3.56, respectively. It was shown that the sacrifice of job embeddedness, self-motion appraisal, others emotions appraisal and the of regulation of emotion were positively correlated with nursing performance. The fit of job embeddedness, however, was negatively associated with nursing performance. The results showed that the status of job embeddedness and emotional intelligence explained the nursing performance($R^2=35%$). Conclusions : It has been shown that job embeddedness and emotional intelligence are important factors to enhance nursing performance. Activities to promote job embeddedness and emotional intelligence might be needed to enhance nursing performance.

• Korean Journal of Child Studies
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• v.31 no.6
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• pp.167-183
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• 2010

This study examined the relationship between maternal attitudes toward children's expressiveness, children's emotional intelligence and problem behaviors. The question as to whether emotional intelligence mediated the relationship between maternal attitudes and problem behaviors was also explored. A sample of 307 preschool children were used as subjects. Mothers rated their levels of acceptance toward their children's emotions, while teachers reported on the children's emotional abilities and behavioral problems. The data were analyzed by means of regression analyses. Our results indicated that mothers' controlling attitudes were associated with low levels of worry-anxiety. Additionally, it was found that children with high emotional intelligence showed low levels of worry-anxiety, hostility-aggression, and hyperactivity-inattention. While multiple factors of emotional intelligence had differential impacts, the self-control factor was the most powerful predictor for all the problem behaviors. It was further found that a mother's receptive attitude was related to higher levels of self-awareness in children. Instead of the significant mediating effect of emotional intelligence, it was revealed that emotional intelligence had greater effects upon problem behaviors than maternal attitudes toward children's expressiveness.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.17 no.1
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• pp.141-151
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• 2016

This study examined the influence of the turnover intention and emotional intelligence, communication competence and stress coping of psychiatric nurses. A self-reported questionnaire was filled out by 160 Korean Psychiatric nurses from February 2 to February 27, 2015. The data were analyzed using the frequencies, t-test, ANOVA, Pearson's correlation, stepwise multiple regression using IBM SPSS 20.0. The turnover intention showed a close correlation with the emotional intelligence (r=-.638 p<.001), stress coping (r=-.649, p<.001), and communication competence(r=-.694, p<.001) in psychiatric nurses. The turnover intention and emotional intelligence, stress coping, communication competence explained 54.5% of the total variance of clinical competence in psychiatric nurses. Therefore, it is necessary to develop and implement a curriculum and program to improve the turnover intention and emotional intelligence, stress coping, communication competence of psychiatric nurses.

• Journal of Industrial Convergence
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• v.21 no.10
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• pp.121-129
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• 2023

This study was conducted to confirm the effect of interpersonal ability on college life adjustment of nursing students and the parallel multiple mediating effect of emotional intelligence and self-efficacy. Participants in this study were 130 nursing students at a college. Data were collected from 24 July to 1 August 2023, and analyzed by descriptive statistics, Pearson's correlation, and PROCESS macro model 4 using SPSS/WIN 27.0. As a result of the study, interpersonal ability was positively correlated with emotional intelligence, college life adjustment and self-efficacy. Interpersonal ability had a significant total effect(B=0.48, p<.001) on college life adjustment. And the mediating effect of emotional intelligence(B=0.20, 95% bootstrap CI=0.06~0.36) and self-efficacy(B=0.17, 95% bootstrap CI=0.05~0.31) was also significant. Therefore, it will be necessary to develop and research various training programs that can enhance emotional intelligence and self-efficacy together in developing programs to help nursing students improve their college life adjustment.

• Korean Journal of Child Studies
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• v.28 no.4
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• pp.113-126
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• 2007

This study explored mediating effects of the maternal emotional expressiveness between maternal behavioral inhibition/behavioral activation system and children's emotional intelligence. subjects were 138 4- to 5-year-old preschoolers (92 boys, 46 girls) and their mothers. The maternal behavioral inhibition/behavioral activation system was measured by BIS/BAS(Behavioral Inhibition System/Behavioral Activation System, Carver & White, 1994), maternal emotional expressiveness was measured by the Self-Expressiveness in the Family Questionnaire (Halberstadt, 1995), and children's emotional intelligence was measured by the Emotional Intelligence Questionnaire (Lee, 1998). Data were analyzed by descriptive statistics and multiple regression analysis. Results were that maternal positive expressiveness mediated the effects of maternal BIS on children's self-understanding and maternal negative expressiveness mediated the effects of maternal BAS on children's self-regulation.

• Korean Journal of Child Studies
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• v.29 no.4
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• pp.135-146
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• 2008

This study explored mediating effects of the preschooler's emotional intelligence between maternal parenting behaviors and exclusion by peers. Subjects were 138 4- to 5-year-old preschoolers(92 boys, 46 girls) and their mothers. Exclusion by peers was measured by the Child Behavior Scale(Ladd & Profilet, 1996), maternal parenting behaviors were measured by the Parenting Questionnaire(Park, 1999), and preschooler's emotional intelligence was measured by the Emotional Intelligence Questionnaire(Lee, 1998). Data were analyzed by descriptive statistics and multiple regression analysis. Results showed that preschooler's emotional self-awareness mediated the effects of both maternal sensitive behaviors and maternal hostile/refusal behaviors on preschooler's exclusion by peers.

• Journal of the Korean Home Economics Association
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• v.45 no.4
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• pp.61-75
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• 2007

This study examined the relationships among children's emotional intelligence, maternal psychological life position and children's social behavior. The study subjects were 267 four and five-year-old children and their mothers from five childcare centers located in Seoul. The children's social behavior was assessed by the teacher rating scale developed by Lim(1999) and questionnaires were used to assess the maternal psychological life position and children's emotional intelligence. Data was analyzed by t-test, Pearson's correlation, and stepwise multiple regression. The results demonstrated that the children's social behavior differed according to their gender and age. The strongest predictor of children's social behavior was the children's emotional intelligence.

• Korean Journal of Child Studies
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• v.27 no.6
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• pp.149-165
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• 2006

This study examined the relationships of parental behavior control recognized by children and its effect on children's emotional intelligence and conflict resolution strategies in their peer friendships. Subjects were 521 $5^{th}$, $6^{th}$ grade elementary school Children in seoul. Data were analyzed by Pearson's correlation, multiple regression and path analysis. Result showed that parents' control of children's behavior affected children's conflict resolution strategies in peer friendships and affected their emotional intelligence. Path analysis showed that control by parents, demand for maturity and clarity of communication directly affected compromising-integrating strategies. Parental control was affected directly by dominating strategies. Controlling behavior by demand of maturity, clarity of communication and nurture influenced compromising-integrating, avoidance and concession strategies of children's emotional intelligence.

• Journal of the Korean Geographical Society
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• v.36 no.2
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• pp.177-190
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• 2001

As standardized test and current perfomance assessment have some problems in the aspects of contextuality, authenticity and intelligence faimess, the aim of this study is to propose an 'intelligence-fair and authentic assessment(IFAA)as an appropriate altemative and to make sure of the probability of its application. In geographical education, an idealistic assessment can be realized when the tasks bear authenticity, multiple intelligence of students are accepted and the objective are confirming with general purpose. IFAA model consists of 5 elements. They are the selecting for strategic ideas, the developing a real-life task, the constructive instructing with teacher, the offering opportunity of multiple representation and the allotting of marks for each items, IFAA model proposed in this study is worth considering in educational validity and realistic adaptability.